Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education
Moritz Krause 1 * , Verena Pietzner 2 * , Yehudit Judy Dori 3 * , Ingo Eilks 1 *
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1 University of Bremen, Bremen, GERMANY
2 University Oldenburg, GERMANY
3 Faculty of Education in Science and Technology, Technion, ISRAEL
* Corresponding Author

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ICT belongs to modern life and is playing a growing role in education. For effective implementation of ICT in the classroom, teachers need to develop both positive attitudes and self-efficacy towards using these tools in educational settings. However, information measuring how positive such attitudes towards and how developed teachers’ self-efficacy on the use of ICT in education are remains scarce. This study examines the development of prospective chemistry teachers' ICT-related attitudes and their corresponding self-efficacy. It focuses on secondary level chemistry pre-service teachers’ attitudes and self-efficacy concerning the use of ICT in education in general, and in chemistry teaching in particular. Data was collected from pre-service teachers (n = 239) at different stages of their teacher education programs. The study describes the progression of domain-specific self-efficacy. It also investigates gender differences and highlights the influence of seminars on the use of ICT in science education.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article


EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 8, pp. 4405-4417

Publication date: 04 Jul 2017

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